ABSTRACT
In this chapter, the author presents the teachers and principals with a copy of the CD containing the student readings to celebrate the different Pasifika voices in their classes. Sociolinguists are often under the misconception that because they went to school and/or have accompanied their children to school, they have some understanding of schools as institutions. Because schools are often a center point of communities, they are one of the best ways to gain access to the wider community. The experience shows that any research in schools can have macro-level consequences far outside of the researcher’s intentions. When the author arrived with a 15-year-old Niuean girl who would engage with the students and record the reading data, and the students were primed both to be involved in the English diversity project and to participate in the fund-raising activity.
